BM070-3-2-BRSM

RESEARCH
METHODOLOGY

INDIVIDUAL
ASSIGNMENT

Quantitative
Research Proposal

TITLE: The impact of artificial intelligence on the quality of education and

student experience in Malaysia.

Prepared by: AYAN HYD ISMAEL

Student ID: TP075012

HAND IN DATE: 3rd March 2024

Lecturer: Dr.ATHIRAH MOHD TAN

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Table of Contents
Chapter 1..........................................................................................................................................6

1. Introduction..............................................................................................................................6

1.1. Introduction......................................................................................................................6

1.1 Background of the study..................................................................................................6

1.2. Problem statement...........................................................................................................7

1.3. Research Objectives.........................................................................................................9

1.4. Research questions.........................................................................................................10

1.5. Hypothesis of the Research...........................................................................................10

1.6. Research Significance....................................................................................................10

1.7. Research Scope..............................................................................................................11

1.8. Research Limitations.....................................................................................................11

1.9. Key terms Definitions....................................................................................................12

Chapter 2: Literature Review.........................................................................................................15

2. Introduction............................................................................................................................15

2.1. Previous studies of independent variable......................................................................15

2.1.1. Use of AI in teaching methods..............................................................................15

2.1.2. Availability of AI educational tools......................................................................16

2.1.3. AI proficiency of teachers and students.................................................................17

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 2.2. Relationship between Use of AI in teaching methods and “quality of education and

student experience in Malaysia”................................................................................................18

2.3. Relationship between Availability of AI educational tools and “quality of education

and student experience in Malaysia”.........................................................................................19

2.4. Relationship between AI proficiency of teachers and students and “quality of education

and student experience in Malaysia”.........................................................................................20

2.5. Relationship between the AI proficiency of teachers and students and quality of

education and student experience in Malaysia, moderated by teachers' training and attitudes. 21

2.6. Theory............................................................................................................................22

2.6.1. Constructivist Learning Theory.............................................................................22

2.7. Research Framework.....................................................................................................22

Summary....................................................................................................................................24

Chapter 3: Research methodology.................................................................................................25

3. Introduction........................................................................................................................25

3.1. Research design.............................................................................................................25

3.2. Research Philosophy......................................................................................................26

3.3. Research approach.........................................................................................................26

3.4. Research Strategy..........................................................................................................27

3.5. Research choices............................................................................................................27

3.6. Time horizon..................................................................................................................27

Data............................................................................................................................................28
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 3.7. Questionnaires...............................................................................................................28

Use of AI in teaching methods (IV 1)...................................................................................28

Availability of AI educational tools (IV 2)............................................................................29

AI Proficiency of Teachers and Students (IV 3)...................................................................30

Quality of education and student experience in Malaysia (DV)............................................32

3.8. Instrumentation data collection source..........................................................................33

3.9. Sample size and Population...........................................................................................33

3.10. Data presentation.......................................................................................................34

3.11. Analysis of the Data.......................................................................................................34

3.12. Ethical consideration.................................................................................................35

References......................................................................................................................................36

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 List of figures
Figure 1: Conceptual framework of the study...............................................................................17

Figure 2: Variables view................................................................................................................17

List of tables
Table 2 : IV 1 questionnaire.......................................................................................................23

Table 3: IV 2 questionnaire........................................................................................................24

Table 4: IV 3 questionnaire........................................................................................................25

Table 5: DV questionnaire..........................................................................................................27

Words count: 6242 (without, content table, tables, and references)

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 Chapter 1

1. Introduction
1.1. Introduction
The research presents a thorough description of its goals and structure in this chapter. The
problem statement, which highlights the knowledge gap regarding artificial intelligence's (AI)
effects on education and the student experience in Malaysia, is presented first. The chapter then
goes on to describe the research goals, which are to close this gap by looking at how AI affects
instruction, how useful AI learning resources are, and how proficient teachers and students are
with AI technology. The chapter also presents the research questions that will direct the
investigation into these important topics. The chapter also discusses the study's importance and
highlights how it can influence Malaysian educational practices and legislation. The chapter
concludes with a discussion of the research's scope and limitations, which clarifies the study's
bounds and restrictions. All things considered, this chapter provides a basic framework for
comprehending the research's further analyses and conclusions.

1.1 Background of the study

The pervasiveness of social media and the advancement of artificial intelligence (AI) have
drastically changed how we live our everyday lives, including how we connect, communicate,
and obtain information. The younger generation is most affected by this shift, since social media
and artificial intelligence have become essential components of their everyday life and
education, respectively (davis Davis, 2024). Even though these tools are necessary, study is still
needed to fully understand the synergistic effects they have on mental health and academic
achievement. Generative AI, as demonstrated by ChatGPT, is a promising new area in AI
applications and has become a significant virtual assistant in higher education (Ahmad et al.,

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2023). These artificial intelligence (AI) systems have many benefits, so it's vital to evaluate how
they affect university students' academic achievement and mental health. AI technologies also
function as strong tools for prioritizing tasks, managing time effectively, and acting as databases
for additional learning materials. Prior research has examined the impact of artificial intelligence
and social media on academic achievement; however, it has frequently lacked a thorough
examination (Ahmad et al., 2022). As a result, the emphasis of our investigation is on how
students see artificial intelligence (AI) tools such as ChatGPT, which can improve learning
outcomes by providing personalized instruction, flexible evaluation methods, and sophisticated
tutoring programs.

Numerous scholars have suggested that ChatGPT can revolutionize the education industry by
enhancing the caliber and accessibility of educational opportunities. Expanding access to
educational resources and improving learning experiences, it has the potential to have a major
influence on the education sector (Kuhail et al., 2023). Personalized, interactive, engaging
learning experiences with real-time feedback and evaluation are all possible using ChatGPT
(Essel et al., 2022). Malaysian tertiary education has been greatly impacted by ChatGPT,
especially in light of the growing requirement for individualized and interactive learning
experiences as well as online learning. It has become an effective instrument for advancing and
helping students' educational journeys. ChatGPT has assisted in bridging the gap between
traditional classroom learning and online learning with its astute and accommodating support.
Some people could view ChatGPT as a danger to the education industry as a whole, expressing
worries that it could displace traditional instructors, lessen the value of in-person contacts, or
lead to a drop in educational quality (Seo et al., 2021). It is important to remember, nevertheless,
that ChatGPT is meant to enhance and supplement the educational process not to replace live
teachers. Furthermore, research and development are still needed to fully understand ChatGPT's
potential influence on the education sector, as the technology is still in its early stages of use (Lo,
2023). In the end, ChatGPT's effectiveness in education will depend on how it is implemented
and incorporated into the existing educational frameworks (Ahmad et al., 2022).

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 1.2. Problem statement
The integration of artificial intelligence (AI) in educational settings presents both opportunities
and challenges. While AI has the potential to enhance learning experiences and administrative
efficiency, its implementation in educational environments is often met with issues related to
accessibility, ethical considerations, and the effectiveness of AI-driven pedagogical methods. In
Malaysia, there is a growing interest in leveraging AI to address educational disparities and
improve learning outcomes. However, empirical evidence on the impact of AI in Malaysian
education remains limited, and the factors influencing successful implementation are not well
understood. This study seeks to investigate the current state of AI adoption in Malaysian
educational institutions, identify barriers to effective implementation, and propose strategies to
optimize AI integration for improved educational outcomes. ((Ahmad & Ghapar, 2019) .

Due to recent significant technological advancements, artificial intelligence is becoming more

and more important in a variety of fields of study. Artificial intelligence has permeated
practically every aspect of our existence. It's also a means of altering societal patterns in every
area of life. Artificial intelligence exists to support the application of AI in education and to
foster the growth of pedagogical and cognitive abilities. To make the teaching and learning
process more effective, educators need to be more knowledgeable about common artificial
intelligence products, such as sound assistance, graphics, identity, fingerprint recognition, and
smart homes. Certain educators employ robotic assistants, intelligent classrooms, and other
cutting-edge educational technologies to implement automatic assignment correction systems.
Artificial intelligence can have a positive impact on information literacy and the workload for
teachers. This is a burgeoning technology that can help accomplish educational objectives.
However, it is a task that all educators should take on to learn about and adjust to the latest
technological advancements and improve the teaching and learning process. Few teachers
believe that artificial intelligence has little to nothing to do with their professional development
as teachers, but even fewer acknowledge that artificial intelligence plays a crucial role in their
professional development. It is undeniable that artificial intelligence (AI) technology is
revolutionizing education and learning. (Umar, 2024).

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One possible approach to raising educational standards and elevating the learning environment
for Malaysian students is the use of artificial intelligence (AI) into the classroom. But even with
these potential advantages, there is still a dearth of thorough knowledge on how AI really affects
teaching strategies, how useful AI educational resources are, and how skilled instructors and
students are at using AI technology (Gnanapragasam et al., 2019). This lack of understanding
prevents educators and legislators from making well-informed decisions about integrating AI
into Malaysian classrooms. Consequently, it is imperative to conduct an empirical investigation
of the function of AI in education and its consequences for Malaysian students' educational
experiences and quality of education. By investigating the link between AI and education in the
Malaysian context, this study aims to close this gap and provide evidence-based
recommendations for utilising AI to improve educational results and create a more stimulating
and productive learning environment. (Mohamed et al., 2022)

The effectiveness of AI educational resources in Malaysian classrooms is not fully understood,

posing a challenge in assessing their contribution to the quality of education and student
experience (Ahmad et al., 2023). Addressing this gap is crucial for determining the extent to
which AI tools positively influence learning outcomes and engagement among students.

The proficiency levels of both teachers and students in utilizing AI technology in Malaysian
classrooms remain uncertain, limiting the potential benefits of AI integration for enhancing
educational quality and student experiences (Gnanapragasam et al., 2019). Investigating the
relationship between AI proficiency and educational outcomes is essential for developing
evidence-based strategies to support educators and students in effectively leveraging AI tools for
improved learning experiences.

1.3. Research Objectives

The research objectives of the study listed below.

 “To determine the impact of AI in teaching methods on the quality of education and
student experience in Malaysia.”
 “To identify the effect of AI educational tool on the quality of education and student

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 experience in Malaysia.”
 “To examine the relationship between AI proficiency of teachers and students and the
quality of education and student experience in Malaysia.”
 To investigate the moderating effect of teacher training and attitudes on the relationship
between AI proficiency of teachers and students and the quality of education and student
experience in Malaysian schools.

1.4. Research questions

The research questions of the study listed below.

 "AI in teaching methods impacts the quality of education and student experience in
Malaysia?"
 “Is there an effect of AI educational tools on the quality of education and student
experience in Malaysia?”
 “Is there a relationship between AI proficiency of teachers and students and the quality of
education and student experience in Malaysia?”
 To what extent do teacher training and attitudes influence the relationship between AI
proficiency of teachers and students and the quality of education and student experience
in Malaysia?

1.5. Hypothesis of the Research

The research hypothesis of the study listed below.

H1: “There is a positive relationship between AI in teaching methods on the Malaysian student’s
quality of education and experience.”

H2: “There is a positive relationship between the AI educational tool on the quality of education
and student experience in Malaysia.”

H3: “There is a positive relationship between AI proficiency of teachers and students and the
quality of education and student experience in Malaysia.”

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H4: There is a positive relationship between the AI proficiency of teachers and students and
quality of education and student experience in Malaysia, moderated by teachers' training and
attitude.

1.6. Research Significance

This study is noteworthy because it offers important new perspectives on how artificial
intelligence (AI) might revolutionize Malaysian education. The research provides useful
information for educators and policymakers by assessing the effects of AI on teaching methods,
the efficacy of AI educational technologies, and the AI competency of both teachers and students
(Dahri et al., 2024). These discoveries will guide tactics for successfully incorporating AI into
the classroom, strengthening teacher preparation programs, and raising student digital literacy.
The study's ultimate goal is to assist Malaysia's educational system's modernization, making sure
that it satisfies the needs of the rapidly changing technological environment and improves
Malaysian students' overall educational and experiential outcomes.

1.7. Research Scope

The impact of artificial intelligence (AI) on Malaysian students' educational experiences and
quality of instruction is the specific subject of this study. It covers three primary areas: how AI
affects teaching strategies, how useful AI educational tools are, and how well teachers and
students use AI technology. The study looks at these things in the context of Malaysian schools,
considering both elementary and secondary education (Mohamed et al., 2022). Although the
study takes note of the wider global discussion on AI in education, its major focus is still on
Malaysia. Furthermore, the study focuses on the useful applications of AI for teaching and
learning rather than delving into the technical aspects of the field.

1.8. Research Limitations

This study contains several limitations that should be taken into account when interpreting its
results, despite its importance. First off, the study depends on instructors' and students' self-

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reported data, which might contain bias or mistakes. Furthermore, the study's focus is restricted
to the Malaysian environment, which can limit how broadly applicable its conclusions are to
other educational frameworks. Moreover, because AI technology is developing so quickly, the
results might become antiquated quickly. Furthermore, getting complete data on AI installation
and skill levels across various educational institutions may provide challenges for the study
(Wang et al., 2023). Finally, while efforts will be made to mitigate these limitations, the inherent
complexities of measuring the multifaceted impact of AI on education pose inherent challenges
to the study's comprehensiveness and depth.

1.9. Key terms Definitions

Key terms Conceptual Definition Operational Definition

Artificial Intelligence Refers to the simulation of In this study, AI utilization will be

(AI) human intelligence processes by assessed through the deployment of
machines, particularly computer specific technologies such as adaptive
systems. In the context of this learning platforms and intelligent
study, AI encompasses tutoring systems within classroom
technologies such as machine settings. The effectiveness of these
learning, natural language technologies will be measured using
processing, and computer student satisfaction surveys and
vision, which enable computers academic performance analysis to
to perform tasks that typically understand how AI influences learning
require human intelligence (Al outcomes.
Braiki et al., 2020).

Quality of Education The overall effectiveness and The quality of education will be
standards of education delivery, operationally defined through
including factors such as quantitative indicators such as graduation

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 curriculum design, teaching rates and standardized assessment
methods, learning outcomes, outcomes, as well as qualitative
and student engagement. It indicators including student satisfaction
encompasses both quantitative surveys and evaluations of critical
metrics, such as academic thinking skills. These measures will help
performance and graduation evaluate the impact of AI-enhanced
rates, as well as qualitative teaching methods on student engagement
aspects, such as student and performance.
satisfaction and critical thinking
skills development (Hashim et
al., 2022).

Teaching Methods Refers to the strategies and The efficacy of teaching methods
techniques employed by incorporating AI will be operationally
educators to facilitate learning defined by the frequency of AI tools
and knowledge acquisition usage and their impact on active student
among students. This includes participation. Periodic surveys and focus
traditional methods such as groups will be utilized to gather data on
lectures and tutorials, as well as student and teacher perceptions of these
innovative approaches such as methods.
flipped classrooms, experiential
learning, and personalized
instruction (Tung & Dong,
2023).

AI Educational Tools Tools and technologies powered AI-based educational tools will be
by artificial intelligence that are evaluated based on their availability,
designed to enhance the integration into curricula, and actual
teaching and learning process. usage in the classroom. The adoption of
This may include adaptive these tools will be measured through
learning platforms, intelligent surveys of teachers and students, along
tutoring systems, educational with analyses of usability and perceived

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 chatbots, virtual reality effectiveness in enhancing learning.
simulations, and other AI-
powered applications aimed at
improving educational
outcomes (Utina et al., 2024).

AI Proficiency The level of competence and AI proficiency among teachers and

skillfulness in utilizing artificial students will be assessed through specific
intelligence technologies, both skill tests and self-assessments. These
among teachers and students. evaluations will determine the level of
This includes the ability to mastery over AI tools and the ability to
effectively navigate AI tools, integrate them effectively into teaching
interpret data generated by AI and learning practices.
systems, and integrate AI into
teaching and learning practices
(Wagan et al., 2023).

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 Chapter 2: Literature Review

2. Introduction
The second chapter delves into the relationship between artificial intelligence (AI) and
education, with a focus on Malaysia. It explores the revolutionary possibilities of AI
technologies, concentrating on how they affect instructional strategies, student experiences, and
the standard of education as a whole. This chapter aims to give readers a comprehensive
understanding of how artificial intelligence (AI) is transforming Malaysian teaching practices
and raising student achievement. Chapter 2 thoroughly reviews relevant literature and theoretical
frameworks to set the stage for analyzing the effects of AI on education. This readies the reader
for the analytical and empirical investigation that will occur in the ensuing sections.

2.1. Previous studies of independent variable

2.1.1. Use of AI in teaching methods

The integration of artificial intelligence (AI) in teaching methods is revolutionizing educational
practices by introducing innovative approaches that enhance both the Malaysian student’s quality
of education and experience (Ahmad et al., 2021). In Malaysia, AI technologies are being
utilized to personalize learning, adapt assessments, and provide intelligent tutoring. Personalized
learning platforms leverage AI to tailor educational content to individual student needs, ensuring
that each learner progresses at their own pace and receives instruction suited to their learning
style. Intelligent Tutoring Systems (ITS) offer real-time feedback and guidance, simulating a
one-on-one tutoring experience that helps students grasp complex concepts. Furthermore, AI-
powered adaptive exams dynamically modify the complexity of questions based on the
performance of learners, offering a more accurate estimate of their capabilities and exposing
deficiencies in understanding for targeted solutions. (Yufeia et al., 2020).

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Moreover, AI is facilitating the automation of grading, thus reducing teachers' workload and
allowing them to focus more on personalized instruction and student engagement. Virtual
classrooms, supported by AI, create immersive learning environments through virtual and
augmented reality, enhancing the understanding and retention of complex subjects. Natural
Language Processing (NLP) tools aid in language learning by offering real-time corrections and
suggestions, improving reading, writing, and comprehension skills. Predictive analytics in AI can
analyze educational data to forecast student outcomes and identify those at risk, enabling early
interventions (Xuan et al., 2023). Despite challenges such as data privacy concerns, the need for
significant technological investment, and the requirement for teachers to acquire new skills, the
potential benefits of AI in creating efficient, effective, and personalized learning environments
are immense. For Malaysia, the strategic implementation of AI in education can significantly
improve the quality of education and better prepare students for future demands.

2.1.2. Availability of AI educational tools

The availability of AI educational tools in Malaysia has grown significantly, providing educators
and students with access to a wide array of resources that enhance the learning process. These
tools range from AI-driven learning management systems (LMS) to intelligent tutoring systems,
and from adaptive learning platforms to virtual reality (VR) and augmented reality (AR)
applications. AI educational tools offer personalized learning experiences, making education
more engaging and effective (Ali Alnaqbi, 2022). For instance, platforms like Century Tech and
Knewton use AI algorithms to tailor educational content to the individual needs of students,
adapting in real-time based on their progress and understanding. These tools not only cater to
diverse learning styles but also help identify and address specific knowledge gaps, thereby
fostering a more inclusive learning environment (Hashim et al., 2022).

Furthermore, AI-powered tools such as Grammarly and Turnitin assist students in improving
their writing and research skills by providing instant feedback and plagiarism detection.
Intelligent tutoring systems like Carnegie Learning and Squirrel AI offer personalized tutoring,
helping students with subjects they find challenging by providing interactive problem-solving
sessions and step-by-step guidance. Additionally, virtual labs and simulations, powered by AI,

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enable students to perform experiments and explore concepts in a risk-free, immersive
environment, significantly enhancing their practical understanding. While the availability of
these tools marks a significant advancement, challenges remain in terms of equitable access,
infrastructure readiness, and teacher training (Nassr et al., 2019). Ensuring that all students and
educators can effectively utilize these AI educational tools is crucial for maximizing their
potential benefits in the Malaysian education system.

2.1.3. AI proficiency of teachers and students

The proficiency of teachers and students in utilizing “AI technologies is a critical factor in the
successful integration of AI into the educational landscape of Malaysia”. Teachers' proficiency
with AI encompasses their ability to understand, implement, and effectively use AI tools to
enhance teaching and learning (Utina et al., 2024). This includes familiarity with AI-driven
educational platforms, adaptive learning systems, and intelligent tutoring systems. Professional
development programs are essential to equip teachers with the necessary skills to navigate these
technologies, allowing them to integrate AI into their curricula and instructional strategies
effectively (Sharifuddin & Hashim, 2024). However, the current level of AI proficiency among
teachers varies widely, influenced by factors such as access to training, technological
infrastructure, and support from educational institutions.

Similarly, students' proficiency with AI plays a vital role in maximizing the benefits of AI-driven
educational tools. Students need to be comfortable and adept at using AI applications that
support their learning processes, from personalized learning platforms to virtual labs and
intelligent tutoring systems (Dahri et al., 2024). Digital literacy programs and continuous
exposure to AI technologies in educational settings can help improve students' proficiency. The
disparity in AI proficiency among students often mirrors broader issues of digital divide and
access to technology. Ensuring equitable access to AI resources and providing adequate training
and support can bridge this gap, enabling all students to benefit from AI-enhanced learning
experiences (Khan et al., 2021). By fostering AI proficiency among both teachers and students,
Malaysia can better harness the transformative potential of AI in education, ultimately leading to
improved educational outcomes and a more dynamic learning environment.

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 2.2. Relationship between Use of AI in teaching methods and
“quality of education and student experience in Malaysia”
The integration of AI in teaching methods significantly influences the quality of education and
the student experience in Malaysia. AI technologies facilitate personalized learning, enabling
educators to tailor instruction to individual student needs, thus enhancing engagement and
learning outcomes (Lee & Tajudeen, 2020). For example, AI-driven platforms that adjust content
based on real-time student performance data help ensure that each learner progresses at an
appropriate pace, addressing their unique strengths and weaknesses. This personalized approach
not only improves academic performance but also fosters a more inclusive and supportive
learning environment, which is crucial for student satisfaction and overall educational quality
(Okunlaya et al., 2022).

Moreover, the use of AI in teaching methods enhances the student experience by providing
interactive and immersive learning opportunities. Intelligent Tutoring Systems (ITS), virtual
labs, and AI-powered simulations offer students hands-on, practical experiences that traditional
teaching methods often lack (Pedro et al., 2019). These tools engage students actively, making
learning more enjoyable and effective. Additionally, AI technologies can provide immediate
feedback and support, helping students to understand and correct mistakes quickly, which
enhances their learning process and boosts confidence. The ability to receive real-time assistance
and personalized feedback contributes to a more positive and productive educational experience.

In the context of Malaysia, the adoption of AI in teaching methods is gradually reshaping the
educational landscape. However, the impact varies across different regions and institutions,
influenced by factors such as access to technology, teacher proficiency in using AI tools, and
institutional support (Wagan et al., 2023). While challenges such as ensuring equitable access
and providing adequate training persist, the potential benefits of AI in enhancing the quality of
education and enriching the student experience are substantial. By addressing these challenges
and fostering a supportive environment for AI integration, Malaysia can leverage AI
technologies to create a more dynamic, efficient, and effective educational system (Xuan et al.,
2023).

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 2.3. Relationship between Availability of AI educational tools
and “quality of education and student experience in
Malaysia”
The AI educational tools availability plays a crucial role in enhancing the quality of education
and improving the student experience in Malaysia. These tools provide diverse functionalities
that support personalized learning, efficient administration, and interactive educational
experiences (Ahmad et al., 2022). When AI educational technologies are widely available,
instructors may use creative teaching tactics that address individual student requirements,
resulting in improved learning results and a more engaging atmosphere in the classroom. AI
educational tools such as adaptive learning platforms, intelligent tutoring systems, and automated
grading software significantly contribute to the quality of education by providing tailored
instruction and immediate feedback (Sharifuddin & Hashim, 2024). Adaptive learning platforms
adjust the difficulty of tasks based on student performance, ensuring that each learner is
challenged appropriately and can progress at their own pace. This personalization helps address
different learning styles and paces, reducing the achievement gap among students. Intelligent
tutoring systems offer additional support outside the traditional classroom setting, allowing
students to receive help and guidance anytime, which enhances their understanding and retention
of the material (Khalil-Ur-Rehman et al., 2018). Furthermore, the availability of AI educational
tools enhances the student experience by making learning more interactive and engaging. Tools
like virtual reality (VR) and augmented reality (AR) create immersive learning environments that
bring abstract concepts to life, making them easier to understand and remember (davis Davis,
2024). These tools can transform mundane lessons into dynamic educational experiences that
capture students' interest and stimulate their curiosity. Additionally, AI-driven administrative
tools streamline tasks such as scheduling, attendance tracking, and performance monitoring,
allowing teachers to focus more on instruction and less on administrative duties (Al Braiki et al.,
2020).

In the Malaysian context, the impact of AI educational tools on the quality of education and
student experience is influenced by factors such as access to technology, infrastructure, and

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teacher training (Ahmad et al., 2021). While urban schools may have better access to these tools,
rural and underfunded schools may face challenges in implementation. Addressing these
disparities is essential to ensure that all students benefit from the advancements in AI
technology. By investing in infrastructure, providing professional development for educators,
and ensuring equitable access to AI tools, Malaysia can enhance the overall quality of education
and create a more inclusive and effective learning environment for all students (Ali Alnaqbi,
2022).

2.4. Relationship between AI proficiency of teachers and students

and “quality of education and student experience in
Malaysia”
The proficiency of teachers and students in utilizing AI technologies is integral to the Malaysian
student’s quality of education and experience. AI proficiency refers to the ability to understand,
implement, and effectively use AI tools to enhance teaching and learning processes (Munir et al.,
2022). When teachers possess a high level of AI proficiency, they are better equipped to
integrate these technologies into their instructional methods, creating more engaging and
personalized learning experiences. Conversely, a lack of AI proficiency can hinder the effective
adoption of these tools, thereby limiting their potential benefits (Chiu et al., 2023).

Teachers with a strong grasp of AI technologies can leverage them to tailor educational content
to individual student needs, provide immediate feedback, and facilitate interactive learning
environments. This personalized approach helps to address diverse learning styles and paces,
ensuring that each student can progress according to their capabilities (Munir et al., 2022). For
instance, AI-powered tools can help identify students who may be struggling and provide
targeted interventions to support their learning. Moreover, AI proficiency among teachers can
enhance their ability to use data analytics to track student performance and adapt their teaching
strategies, accordingly, thereby improving educational outcomes (Dahri et al., 2024).

Similarly, students who are proficient in using AI tools are more likely to benefit from the
personalized and interactive learning experiences these technologies offer. When students are
proficient in AI, they may use intelligent tutoring systems, adaptive learning platforms, and other
AI-driven educational technologies to enhance their learning process (Lee & Tajudeen, 2020).
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Proficient students can navigate these platforms to receive tailored content, engage in interactive
simulations, and access additional resources that enhance their understanding of complex
subjects. This not only improves their academic performance but also fosters a more engaging
and enjoyable learning experience (Hashim et al., 2022). In Malaysia, the relationship between
AI proficiency and the quality of education is influenced by several factors, including access to
training and resources, infrastructure, and institutional support. While urban schools may have
better access to AI tools and training programs, rural and underserved schools may face
challenges in developing AI proficiency among teachers and students. Addressing these
disparities through targeted initiatives, such as professional development programs for teachers
and digital literacy programs for students, is crucial to ensure that all educational institutions can
fully harness the potential of AI technologies (Mohamed et al., 2022). By fostering AI
proficiency across the educational spectrum, Malaysia can enhance the quality of education and
provide a more dynamic and effective learning experience for all students.

2.5. Relationship between the AI proficiency of teachers and

students and quality of education and student experience in
Malaysia, moderated by teachers' training and attitudes.
The quality of education and the student experience in Malaysia are strongly correlated with the
AI proficiency of instructors and students, with teacher training and attitudes playing a major
moderating role in this relationship. Teachers that are proficient in AI are better able to apply AI
tools for individualized learning, which increases student knowledge and engagement. AI-savvy
students can improve their learning experience by using these tools for individualized learning
resources and instant feedback. (Galindo-Domínguez et al., 2024b)

Malaysia's Ministry of Education (MOE) is working hard to enhance its teacher preparation
programs so that educators have the AI skills they need. Teachers' positive views toward AI are
essential for a successful integration because they foster creative applications of AI in the
classroom. To maximize the benefits of AI in education and improve student experiences and
educational performance, it is imperative to have both thorough training and good attitudes
toward the technology. (Zhang et al. (2023)
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Teachers' positive views toward AI are essential for a successful integration because they foster
creative applications of AI in the classroom. It is more likely that educators who are willing to
experiment and learn about AI tools will be able to successfully integrate these technologies into
their lessons, raising the standard of education. (Zhang et al., 2023b).

2.6. Theory
The integration of AI in education can be understood and analyzed through several theoretical
frameworks that provide insights into how AI technologies impact teaching methods, learning
experiences, and overall educational quality.

2.6.1. Constructivist Learning Theory

According to Jean Piaget and Lev Vygotsky's groundbreaking constructivist learning theory,
students build knowledge via experiences and interactions with their surroundings. This notion is
supported by AI technologies, which offer dynamic and adaptable learning environments that
encourage student participation in the subject matter (Ahmad et al., 2023). AI-driven platforms,
for example, provide more in-depth comprehension and information retention by providing
customized learning experiences based on the requirements of each individual learner. With real-
time feedback from adaptive exams and intelligent tutoring systems, students can evaluate their
learning and make the required corrections. The constructivist theory, which holds that students
develop their knowledge through meaningful activities and social interactions, is supported by
this interactive approach (Dahri et al., 2024).

2.7. Research Framework

This study's research structure includes one moderate variable, three independent variables, and
one dependent variable. The standard of education and the overall student experience in
Malaysia is the only dependent variable. The three independent variables are teachers' and
students' AI proficiency, the availability of AI educational resources, and the use of AI in
teaching methods.

22
 Dependent variable Independent variable

Use of AI in
teaching methods

Availability of AI
Quality of educatio educational tools
n
and student
experience in
Malaysia AI proficiency of
teachers and studen
ts

Figure 1: Conceptual framework of the study

Use of AI in IV 1
teaching methods

Qua lity of e ducation a nd

Availability of AI IV 2 s tude nts experience in
educational tools Mala ys ia

AI proficiency of
teachers and IV 3
students

Te achers
Moderating Variable training a nd
attitudes

Figure 2: Variables view

23
Summary
The second chapter explores the complex field of artificial intelligence (AI) and how it affects
Malaysian education. The chapter opens with a thorough examination of the study's historical
history, placing the importance of artificial intelligence and its incorporation into educational
settings in context. It draws attention to the revolutionary potential of AI tools like ChatGPT in
improving instructional strategies, student experiences, and academic results. It is highlighted
how AI is becoming a potent tool in higher education, especially in Malaysia, and how it can
help close the learning gap between traditional classroom instruction and online learning. The
chapter also provides a comprehensive grasp of the implications of AI for educational quality
and student experience, including the apparent advantages and difficulties of its implementation
in education. Chapter 2 establishes the framework for the empirical research conducted in later
chapters by thoroughly reviewing pertinent literature and theoretical frameworks. This provides a
strong basis for comprehending the dynamics of AI-enabled education in the Malaysian setting.

24
 Chapter 3: Research methodology.

3. Introduction
Chapter 3, which provides a comprehensive overview of the research techniques used to examine
how artificial intelligence (AI) is affecting education in Malaysia, is a crucial component of this
work. The validity and dependability of study findings are greatly dependent on methodological
rigor, which is why this chapter is crucial to comprehending the methodical approach used in
data collection, analysis, and interpretation. Chapter 3 outlines the research design, demographic
and sampling strategies, data collection approaches, and analytical processes. This clarifies the
study's organizational framework and increases the transparency of the research process. This
chapter provides a comprehensive explanation of the technique, laying the groundwork for
strong empirical insights into how AI influences educational practices and outcomes in Malaysia.
The goal is to inspire trust in the study's rigor and integrity.

3.1. Research design

This study uses a quantitative research approach to look into how artificial intelligence (AI) is
affecting Malaysian students' educational experiences and quality of instruction. A broad sample
of educators and students from different educational institutions will be given standardized
surveys to complete to gather data (Tung & Dong, 2023). AI competency, the availability and
utilization of AI educational resources, and opinions regarding AI's influence on the caliber of
education will all be assessed through surveys. Furthermore, standardized test results will be
examined to evaluate the relationship between academic achievement and AI integration,
offering a thorough grasp of AI's contribution to improving education in Malaysia. The research
choices for this study include gathering primary data and applying a quantitative research
approach. Quantitative research methods will enable the systematic collection and analysis of
numerical data related to the impact of artificial intelligence (AI) on education in Malaysia.

25
Primary data will be gathered directly from teachers and students through structured surveys,
allowing for the measurement of AI proficiency, the availability and use of AI educational tools,
and perceptions of AI's impact on educational quality and student experience (Lee & Tajudeen,
2020). This approach ensures that the study obtains firsthand information from the target
population, facilitating rigorous analysis and the generation of reliable findings to address the
research questions effectively.

3.2. Research Philosophy

This inquiry employs a positivist method of inquiry. The quantitative research methodology of
the study and positivism's emphasis on the impartial evaluation and classification of things mesh
well. The goal is to gather empirical data that can be statistically evaluated to find patterns,
linkages, and correlations connected to the impact of artificial intelligence (AI) on education in
Malaysia by using structured surveys and standardized test results (Gnanapragasam et al., 2019).
The methodical investigation of AI's impact on instructional strategies, the caliber of education,
and the experiences of students is made possible by positivism, which offers insightful
information for evidence-based decision-making concerning educational policy and practice.

3.3. Research approach

This research uses a deductive methodology. The study's objective is to examine existing

theories and predictions about how artificial intelligence (AI) may affect education by gathering

and analyzing empirical data. The deductive method makes it possible to conduct a methodical

analysis of the connections between AI proficiency, the accessibility and application of AI

teaching resources, and their implications on Malaysian students' educational experiences and

quality of instruction. By using this approach, the study aims to support or contradict the original

theories, adding to the corpus of information already available on artificial intelligence in

education.

26
 3.4. Research Strategy
For this study, a survey has been selected as the research method. Surveys are an excellent tool
for gathering quantitative data from a wide range of respondents, which makes them perfect for
examining how artificial intelligence (AI) is affecting Malaysian education. The survey will
collect information on AI proficiency, the availability and use of AI educational technologies,
and views of AI's impact on educational quality and student experience using standardized
questionnaires given to teachers and students across a range of educational institutions. Surveys
make it possible to collect data in a regular manner, which makes it easier to compare results and
do statistical analyses to find trends and connections. With the help of this methodology, the
study is able to collect a wide range of viewpoints and experiences, which yields insightful
information about how artificial intelligence is influencing modern education in Malaysia.

3.5. Research choices

The quantitative research methodology is used in this investigation. With this method, variables
pertaining to the effect of AI on education in Malaysia may be systematically measured and
statistically analyzed. When predicting the relationships between AI competency, teacher
preparation, and educational outcomes, quantitative research is very useful for finding patterns,
validating theories, and generating hypotheses. Large volumes of data from various educational
settings across Malaysia can be gathered by researchers through the use of instruments including
surveys, structured interviews, and standardized examinations.

3.6. Time horizon

This study uses a cross-sectional time horizon, gathering data at a certain moment in order to
assess how artificial intelligence (AI) is affecting Malaysian education. This method offers a
quick overview of the state of AI integration now and how it affects student experience and
educational quality.

27
 Data
Primary data collecting is employed in this investigation. Through the use of structured
questionnaires, data on AI proficiency, the availability and application of AI educational tools,
and their effects on the standard of education and the student experience in Malaysia will be
directly collected from participants.

3.7. Questionnaires

Use of AI in teaching methods (IV 1)

Questions Options

How frequently are AI tools used in your courses?  Never

 Rarely
 Sometimes
 Often
 Always

What types of AI tools are used in your education?  AI tutors

 Recommendation systems for
learning materials
 Automated grading systems
 Virtual Reality (VR) simulations
 None

How innovative do you find the AI teaching methods  Not innovative

used in your courses?  Slightly innovative
 Moderately innovative
 Very innovative
 Extremely innovative

28
 How would you rate the interactivity of AI-based  Very low
teaching tools used in your classes?  Low
 Medium
 High
 Very high

To what extent do AI teaching methods facilitate  Not at all

group work and collaboration among students?  Slightly
 Moderately
 Very much
 Extremely

Table 1 : IV 1 questionnaire

Availability of AI educational tools (IV 2)

Questions Options

How accessible are AI educational tools in your learning  Very inaccessible

environment?  Inaccessible
 Moderately accessible
 Accessible
 Very accessible

How often are new AI tools introduced into your  Never

curriculum?  Rarely
 Sometimes
 Often
 Always

To what extent are AI tools integrated into the core  Not integrated
 Slightly integrated

29
 curriculum rather than being supplementary?  Moderately integrated
 Highly integrated
 Fully integrated

Are the AI educational tools used in your courses up-to-  Very outdated
date with current technology standards?  Outdated
 Neutral
 Updated
 Cutting-edge

How often do you encounter technical issues with AI tools  Always

in your learning environment?  Often
 Sometimes
 Rarely
 Never

Table 2: IV 2 questionnaire

AI Proficiency of Teachers and Students (IV 3)

Questions Options

How would you rate your own proficiency in using AI  Very poor
tools for learning purposes?  Poor
 Average
 Good
 Excellent

How often do teachers receive training on the latest AI  Never

30
 tools and methodologies?  Rarely
 Occasionally
 Frequently
 Regularly

To what extent do you feel confident in troubleshooting  Not confident at all

basic problems with AI tools used in your courses?  Slightly confident
 Moderately confident
 Very confident
 Extremely confident

How effective is the training provided to students and  Not effective

teachers in the use of AI technologies?  Slightly effective
 Moderately effective
 Very effective
 Extremely effective

How do teachers integrate their AI skills into their  Not at all

teaching practices?  Minimally
 Adequately
 Effectively
 Exceptionally well

Table 3: IV 3 questionnaire

Quality of education and student experience in Malaysia (DV)

Questions Options

How would you rate the overall quality of your  Very Poor
educational experience in your current program?  Poor

31
  Average
 Good
 Excellent

To what extent has the use of AI in your courses  Not at all

enhanced your learning experience?  Slightly
 Moderately
 Very Much
 Extremely

How effective do you believe AI tools are in  Not effective

personalizing your learning experience?  Slightly effective
 Moderately effective
 Very effective
 Extremely effective

How well do AI-driven programs respond to your  Very poorly

educational needs?  Poorly
 Adequately
 Well
 Very well

Has your academic performance improved due to the  Worsened significantly

integration of AI in your learning environment?  Worsened slightly
 No change
 Improved slightly
 Improved significantly

Table 4: DV questionnaire

32
 3.8. Instrumentation data collection source
The primary instrument for data collection in this study is a structured questionnaire. The
questionnaire will include Likert-scale questions, designed to gather quantitative data on various
aspects related to the impact of artificial intelligence (AI) on education in Malaysia. Questions
will cover topics such as AI proficiency, the availability and use of AI educational tools,
perceptions of AI's impact on teaching methods and educational quality, and the student
experience. The questionnaire will be pre-tested to ensure clarity, validity, and reliability before
being administered to the target population.

Social media platforms will be utilized as one of the sources for data collection in this study.
Specifically, online surveys will be distributed through social media channels such as Facebook,
Twitter, and educational forums. These platforms provide a convenient and efficient means of
reaching a wide audience of teachers and students across Malaysia. Additionally, social media
allows for the dissemination of survey links to various educational communities and groups,
facilitating broader participation and increasing the likelihood of obtaining diverse perspectives
on the topic (Xuan et al., 2023). Utilizing social media for data collection enhances the study's
reach and accessibility, enabling the collection of valuable insights from a large and
geographically dispersed population.

3.9. Sample size and Population

The study employs a stratified random sampling method to select 150 participants representing
teachers and students across various educational institutions in Malaysia. Stratification is based
on factors such as educational level (primary, secondary, higher education) and geographical
region (urban, suburban, rural) to ensure representation from diverse demographics. Within each
stratum, participants are randomly selected to participate in the study, aiming for proportional
allocation. This approach enables the collection of a representative sample that reflects the
population's diversity, allowing for meaningful analysis and conclusions regarding the impact of
artificial intelligence (AI) on education in Malaysia.

33
 3.10. Data presentation
In the academic examination of artificial intelligence's influence on educational quality and
student experiences in Malaysia, a rigorous data processing protocol was paramount to ensure
the validity and integrity of the collected data. The process initiated with a thorough editing
phase, where data was meticulously verified for completeness and corrected for any
inconsistencies or errors, ensuring logical congruence throughout the dataset. Subsequent coding
of responses into quantifiable metrics facilitated numerical analysis, with particular attention to
maintaining respondent anonymity through the assignment of unique identifiers. The final stage
involved the secure transition of this processed data into advanced statistical analysis software,
including SPSS and R, employing stringent security measures to safeguard data confidentiality.
This comprehensive and methodical approach to data processing was crucial in establishing a
reliable foundation for statistical evaluation, enabling the derivation of substantive insights
regarding the role of AI in enhancing educational outcomes within the Malaysian context.

3.11. Analysis of the Data

The data collected from the structured questionnaires will undergo a thorough analysis
comprising descriptive, normality testing, and inferential analyses to elucidate the impact of
artificial intelligence (AI) on education in Malaysia. Descriptive analysis will provide an
overview of participants' demographic characteristics, AI proficiency levels, availability, and use
of AI educational tools, as well as their perceptions of AI's impact on educational quality and
student experience. The Shapiro-Wilk test and Kolmogorov-Smirnov test are two examples of
normality testing techniques that are used to evaluate data distribution and guarantee the
suitability of ensuing statistical tests. To investigate links, differences, and associations within
the data, inferential analysis will involve using a variety of statistical tests, such as factor
analysis, regression analysis, ANOVA, t-tests, and correlation analysis. In order to support well-
informed decision-making and future research initiatives in the field, the study intends to provide
insights into the variables impacting AI integration in education and its implications for
educational quality and student experience in Malaysia through these studies.
34
 3.12. Ethical consideration
In order to protect participant rights, privacy, and wellbeing, ethical issues are crucial in this
study. All participants will provide informed permission outlining the study's purpose,
confidentiality, and voluntary participation. To safeguard participant identity, the data will be
anonymised and stored in a secure location. Furthermore, precautions will be taken to reduce any
possible hazards or discomfort related to participation. Throughout the research procedure, strict
adherence to the ethical rules and standards established by the institutional review boards and
professional groups shall be maintained.

35
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